For the Record, April 25, 2014
University community reports recent awards, presentations, publications
9:27 a.m., April 25, 2014--For the Record provides information about recent professional activities of University of Delaware faculty, staff, students and alumni.
Recent awards, presentations and publications include the following:
Optimizing Delaware courts
STEM for the holidays
Bonnie Meszaros, associate director, Center for Economic Education and Entrepreneurship, and Ronni Cohen, UD alumna and executive director, Delaware Financial Literacy Institute, jointly received a 2014 Excellence in Financial Literacy Education (EIFLE) award for their Bank At School program at the Institute for Financial Literacy's annual conference in New Orleans on April 9. Bank At School is a weekly banking program offered free of charge to elementary, middle and high school students at more than 80 schools throughout the state.
The national EIFLE awards recognize innovation, dedication and commitment of individuals and organizations to financial literacy education worldwide. Bank At School won for “Children’s Education Program of the Year, Saving and Investing.”
“While the need for financial literacy has never been greater, the efforts being made in support of this noble cause by this year’s EIFLE winners have been an encouragement to us all,” said John Linfield, executive director, Institute for Financial Literacy. “I would like to congratulate our EIFLE winners for their distinguished accomplishments and service in working to bring successful financial literacy education to the communities they serve.”
Since its inception in 1992, thousands of students have participated in Bank At School. Delaware’s model has been replicated by other states and was recognized by the National Consumer Financial Protection Bureau as one of three such programs nationwide.
Staci Perlman, assistant professor with a joint appointment in the Department of Human Development and Family Studies and the Delaware Education Research and Development Center, was presented with a citation from the City Council of Philadelphia in April for her work on behalf of children and families experiencing homelessness. Perlman has partnered with the People’s Emergency Center in West Philadelphia to examine the extent of homelessness in children and build evidence for parenting interventions targeting mothers of young children experiencing homelessness and for exploration of prenatal care among pregnant women experiencing homelessness to improve their outcomes.
Mark Serva, associate professor of accounting and MIS, has been invited to be the problem-based learning (PBL) expert with the Latin American Scholarship Program of American Universities (LASPAU). LASPAU is affiliated with Harvard University and works with institutions in South America and the Caribbean to improve student learning. The program also features many of the top pedagogical experts in the world in its workshops, including Eric Mazur and Ken Bain.
Serva's first workshop will be in Lorena, Brazil, on May 28, and will include 17 institutions and 100 faculty from around Brazil. The workshop will focus on utilizing PBL and team-based learning so that student learning can be improved.
Serva has been conducting faculty development workshops that introduce student-centered learning techniques, such as PBL, to faculty for over 10 years across the U.S., including Johns Hopkins University, Brigham Young University and University of Nebraska at Omaha; he has also conducted international workshops at universities in India, Taiwan, Peru, Guam, and Trinidad.
Margaret D. Stetz, Mae and Robert Carter Professor of Women's Studies and professor of humanities, gave a paper titled "John S. Goodall and the Politics of Late-Twentieth-Century Edwardianism for Children" on April 11 at the University of Liverpool, U.K., as part of a conference, "Edwardian Premonitions and Echoes." This interdisciplinary conference was organized by the Edwardian Culture Network, an association of international scholars who study both the turn of the 20th century in Britain and later representations of it in a variety of media.
Suzanne L. Burton, professor of music education, gave a research presentation on 4-year-olds’ preferences for musical iPad apps with Aimee Pearsall, undergraduate researcher and honors student, at the National Association for Music Education’s Research and Teacher Education National Conference held in St. Louis, Mo. In addition, Burton and Pearsall participated on a panel regarding undergraduate research at the same conference.
Alden H. Snell, II, assistant professor of instrumental music education, presented an in-progress research study, “Cooperating Teachers’ Perceptions of Hosting Student Teachers as Professional Development,” with collaborators from Texas Tech University and Morningside (Iowa) College at the National Association for Music Education’s Research and Teacher Education National Conference in St. Louis.
Meghan K. Scully, master of music-teaching concentration student, presented a research poster on “High School Music Students' Participation in Music Outside of School and Plans for Future Participation” at the National Association for Music Education’s Research and Teacher Education National Conference held in St. Louis.
Stephanie A.K. Kistler, master of music-teaching concentration student, presented a research poster on “Exploring Social Media to Educate Parents About Musical Development” at the National Association for Music Education’s Research and Teacher Education National Conference held in St. Louis.
Robert L. Hampel, professor of education, recently published two short essays about the lecture class he teaches (History of Education in America) -- “Optimism” in the Phi Delta Kappan, Feb. 6, and “The Final Three Minutes with 100 Undergraduates” in College Teaching, Vol. 62, No. 2, 77-78.
Charles Hohensee, assistant professor of mathematics education, has published an article on “Backward Transfer: An Investigation of the Influence of Quadratic Functions Instruction on Students’ Prior Ways of Reasoning About Linear Functions” in the journal Mathematical Thinking and Learning (Vol. 16, Issue 2, 2014, pp. 135-174). Backward transfer introduces a new strategy for accelerating the learning of mathematics. This study showed that mathematics lessons could be designed in such a way that not only do students learn about new concepts, but simultaneously develop more thorough reasoning for previously learned concepts.
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